Teacher–child relationship quality and academic achievement of Chinese American children in immigrant families

Ly, Jennifer; Zhou, Qing; Chu, Keira; Chen, Stephen H.

doi:10.1016/j.jsp.2012.03.003

Cited by 41 publications

(29 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In another study on victimization and bullying among 73 children among 46 classrooms and 18 schools (Bonnet, Goossens, & Schuengel, 2011), the authors reasoned that as the average number of children in a classroom was 1.6, the design effect must be smaller than 2, and they chose the single-level regression analysis rather than the multilevel model. From our literature review in PsycINFO and ERIC, we found many similar studies in the field of education using this rule as a justification for not using multilevel models for multilevel/clustered data (e.g., Bouman et al, 2012;De Los Reyes et al, 2011;Deng et al, 2006;Hong & You, 2012;Linnenbrink-Garcia, Rogat, & Koskey, 2011;Ly, Zhou, Chu, & Chen, 2012;Von Grünigen, Kochenderfer-Ladd, Perren, & Alsaker, 2012;Wong et al, 2006). This rule was also commonly used in other research areas such as psychology (e.g., Corte & Zucker, 2008;Wagner, Christ, Pettigrew, Stellmacher, & Wolf, 2006), business (Qureshi & Fang, 2011), and medical science (Fuentes, Hart-Johnson, & Green, 2007).…”

mentioning

confidence: 89%

Examining the Rule of Thumb of Not Using Multilevel Modeling: The “Design Effect Smaller Than Two” Rule

Lai

Kwok

2014

The Journal of Experimental Education

173

124

View full text Add to dashboard Cite

Educational researchers commonly use the rule of thumb of "design effect smaller than 2" as the justification of not accounting for the multilevel or clustered structure in their data. The rule, however, has not yet been systematically studied in previous research. In the present study, we generated data from three different models (which differ in the location of the clustering effect). With a 3 (design effect) × 5 (cluster size) × 4 (number of clusters) Monte Carlo simulation study we found that the rule should not be applied when researchers: (a) are interested in the effects of higher-level predictors, or (b) have a cluster size less than 10. Implications of the findings and limitations of the study are discussed.

show abstract

mentioning

confidence: 89%

Examining the Rule of Thumb of Not Using Multilevel Modeling: The “Design Effect Smaller Than Two” Rule

Lai

Kwok

2014

The Journal of Experimental Education

173

124

View full text Add to dashboard Cite

show abstract

“…In another study of Head Start children, Ewing and Taylor (2009) found stronger effects of teacher-child closeness on school com petence for girls. And in a cross-sectional study of Chinese Amer ican students in first and second grades, Ly et al (2012) found that teacher ratings of teacher-child conflict were negatively associ ated with girls' math achievement. Thus, there is some empirical research to suggest that academically, girls benefit most from close teacher-child relationships and are harmed more by conflictual relationships.…”

Section: Teacher-child Relationships Gender and Academic Achievementmentioning

confidence: 99%

Teacher–child relationship quality and academic achievement in elementary school: Does gender matter?

McCormick

O’Connor

2015

Journal of Educational Psychology

View full text Add to dashboard Cite

and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between-and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's math and reading achievement from 1st through 5th grades. In addition, we tested whether longitudinal effects varied by gender. Results revealed a between-child effect of conflict and a within-child effect of closeness on reading achievement for the full sample. In addition, there were moderated between-and within-child effects of conflict on math achievement: Girls with more conflictual relationships showed lower overall levels of math achievement and less growth in math achieve ment than did boys with similar levels of conflict. Implications are discussed.

show abstract

“…Indeed, cross-national and cross-ethnic comparative studies reported that on average, parents of East Asian cultures scored higher on authoritarian parenting and lower on authoritative parenting than European American parents (e.g., Chao, 2001;Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987;Supple & Small, 2006). However, despite the mean differences in parenting styles, the direction of the relations between authoritative and authoritarian parenting and child adjustment in East Asian families has been shown to be largely similar to those in European American families (see Sorkhabi, 2005, andZhou et al, 2012, for reviews). Together, these findings suggest that cross-cultural commonalities and differences coexist in how authoritative and authoritarian parenting styles are linked with children's adjustment.…”

Section: Cultural Perspectives On Parenting In Asian and Asian Americmentioning

confidence: 99%

“…Researchers have highlighted family processes, such as parenting and the parent-child relationship, as potential mechanisms underlying the influence of neighborhood on children's adjustment. Although this line of research has sampled children from diverse cultural backgrounds, including those from African American and Latino families (e.g., Gonzales et al, 2011;Roche, Ghazarian, Little, & Leventhal, 2011;Roche, Ensminger, & Cherlin, 2007;Roosa et al, 2005), it has largely ignored children from Asian American families (Zhou et al, 2012), the second largest foreign-born population in the United States (Hoeffel, Rastogi, Kim, & Shahid, 2012).…”

mentioning

confidence: 99%

Neighborhood characteristics, parenting styles, and children’s behavioral problems in Chinese American immigrant families.

Lee

Zhou

et al. 2014

Cultural Diversity & Ethnic Minority Psychology

Self Cite

View full text Add to dashboard Cite

Using data from a socioeconomically diverse sample of Chinese American children (n ϭ 258, aged 6 -9 years) in immigrant families, we examined the concurrent relations among neighborhood economic disadvantage and concentration of Asian residents, parenting styles, and Chinese American children's externalizing and internalizing problems. Neighborhood characteristics were measured with 2000 U.S. Census tract-level data, parents (mostly mothers) rated their own parenting styles, and parents and teachers rated children's behavioral problems. Path analysis was conducted to test two hypotheses: (a) parenting styles mediate the relations between neighborhood characteristics and children's behavioral problems, and (b) children's behavioral problems mediate the relations between neighborhood and parenting styles. We found that neighborhood Asian concentration was positively associated with authoritarian parenting, which in turn was associated with Chinese American children's higher externalizing and internalizing problems (by parents' reports). In addition, neighborhood economic disadvantage was positively related to children's externalizing problems (by parents' reports), which in turn predicted lower authoritative parenting. The current results suggest the need to consider multiple pathways in the relations among neighborhood, family, and child adjustment, and they have implications for the prevention and intervention of behavioral problems in Chinese American children.

show abstract

Teacher–child relationship quality and academic achievement of Chinese American children in immigrant families

Cited by 41 publications

References 54 publications

Examining the Rule of Thumb of Not Using Multilevel Modeling: The “Design Effect Smaller Than Two” Rule

Examining the Rule of Thumb of Not Using Multilevel Modeling: The “Design Effect Smaller Than Two” Rule

Teacher–child relationship quality and academic achievement in elementary school: Does gender matter?

Neighborhood characteristics, parenting styles, and children’s behavioral problems in Chinese American immigrant families.

Contact Info

Product

Resources

About